Abstract

The term innovation embraces a broad spectrum of ideas from superficialand marginal changes to actions directed at radical restructuring ofcontemporary society. That innovation is of itself "good" and likelyto lead to improvements in existing situations is often assumed.The school, as a social institution, has not been immune from theseprocesses of change and renewal and it-has been our task to considerthe implementation of innovative science programs within the TasmanianSecondary School System.Emphasis has been placed, disproportionately we believe, on the natureand content of innovations rather than on the processes by which innovativeideas interact with the target systems. If the integrity of new ideas isnot to be compromised then it is vital that the variables affectingsuccessful implementatioh of such initiatives be clearly identified.Surveys of current literature suggest very strongly that factorsantagonistic to the successful implementation of innovations arelargely due to insufficient funding and lack of materials, inadequatepreparation of teachers, and what is often stated as, "the resistanceof teachers to change".While recognising the above constraints, it is our thesis that one ofthe most potent barriers to worthwhile innovation develops through thecreation of threat overtones for the encumbent in his dealings with bothsystem and innovation. Such interactions may give rise to feelings ofinsecurity and anxiety as he attempts to reconcile the expectations ofthe system with the uncertainties inherent in the more "open", nonprescriptivenature of contemporary programs. The intellectual andprofessional demands placed on him through his association withinnovative ideas may add to his feelings of unease.This existence of a climate of threat is likely to initiate behaviourswhich are destructive of the task at hand. These dysfunctions maywell lead to modification, institutionalisation or total rejection ofthe innovation. . We believe that contemporary science programs represent a major changefrom the view of traditional science and its instructional methods; achange from science as a search for universals and the building of an"ordered body of knowledge" most efficiently transmitted by the"authority of the master", to a view of science as the creation ofexplanatory models, held to be tentative and subject to refutation.The role of the modern science teacher is that of a guide, leadinghis clients to an understanding of the methods of science and anappreciation of both its potential and limitations as a key toexplanation of natural phenomena.This much more diffuse and uncertain task is likely to place him atvariance with the expectations of a slowly changing educational system,an organisation still largely characterised by a rational authoritystructure. By this we mean a structure in which emphasis is placedon the selection and maintenance of behaviour patterns which are inkeeping with the organisation's purposes.If, then, we are to succeed in our attempts to innovate we must proposestrategies which will provide alternative security bases for the teacherso that he may retain the support of the system but at the same time befree to invest in change and diversity. Our final section suggests thenature of management strategies, placing emphasis on self development,external validation including community support, teacher education andcareer reform and the active involvement of teachers in the innovativeprocess.

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